Submitted by: Val Preston
Subject and Grade Level:
3-5 Science, K-2 Literature
Creative Descriptive Title:
Is There Really a Big Bad Wolf?
Purpose (why you are teaching this particular unit):
Clarify misconception instilled in children at an early age.
Overview of Content:
Estimated Time Commitment:
3 short sessions to read discuss books additional time newspaper/trial.
Learner Expectations (Desired Results):
The student, upon evaluation of data, will conclude that wolves play an important part in our ecosystem, and as such are not really “bad” after all.
Activities and Procedures:
Intro - Agree/disagree - prior knowledge/conceptions.
Read:
3 little pigs -> problem/solution/main character
True story of 3 little pigs -> problem/solution/character
Three little wolves and the big bad pig -> problem/solution/character
Red Riding Hood -> problem/solution/character
Story grid with this:
Story
|
Problem
|
Solution
|
Character
|
 |
|
|
|
Put wolf / pig on trial i.e. discuss: crime, intent, possible rehabilitation
Write news stories: 5 w's (factual from story)
Research (or give) data:
human attack
livestock predation (reason attributed to this)
@ wolf.org
6. Venn diagram to compare stories.
Resources/Materials:
Four mentioned books:
Three Little Pigs
True Story of the Three Little Pigs
Three Wolves and the Big Bad Pig
Red Riding Hood
-Ag/Dis forum
-Large paper for comparing
-Computer, Internet.
Closure-Tying it all together with real-world application:
-Find other animals with misconceptions study: reality vs. perception intro to general wolf studies.
Performance Assessment Strategies:
Write their own wolf story/journal/letter to Senator/ wolf organization using correct data included in story to give the factual information.
Standards/Benchmarks Addressed:
Reflect of Science knowledge.
Literature/inquiry research.